Hillview Supplementary Information Booklet

supplementary information

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contents The School Governors School Aims The Curriculum

“STUDENTS TREAT EACH OTHER WITH RESPECT AND COURTESY. RELATIONSHIPS ARE HARMONIOUS AND DIFFERENCES OF ETHNIC BACKGROUND AND CULTURE ARE CELEBRATED. STUDENTS ARE KEEN TO SUCCEED AND TAKE PRIDE IN THE ACADEMY’S RISING REPUTATION” OFSTED DECEMBER 2013

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Lower School Upper School Sixth Form Sex and Relationships Education Careers Education and Guidance

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Religious Education, Assemblies And Collective Worship Special Educational Needs Sport Care of Students

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Behaviour Policy Rewards Praise

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Sanctions Home – School Links

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Home – School Agreement General Information Reporting Progress Individual Communication And Consultation Student Planners School Fund The Friends of Hillview PTA Additional Information

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Structure of the School Day Catering Arrangements Copies of School Documents Complaints Charges for School Activities Transport Vehicles on Site Attendance Information 2014 – 15

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Visiting Arrangements School Uniform

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Academic Year 2015 – 16 Examination Results 2014 Admissions Policy 2015 – 16

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Page 10 Page 10

school governors

school aims

Chair of Governors

Sue Bishop

Vice-Chair of Governors

Anne Chapman

Inspire, challenge and support students to:

Members

Sara Cleaver Anne Chapman

Nominated Governors

Beth Mackay Christine Newbould

Parent Governors

Mervyn Holt Penny Kerry

Staff Governors

Margaret Barnes Aurelie Lethuilier

as we believe a child’s potential cannot be measured

Headteacher

Elaine Buchanan

adopt a growth mindset and be creative

Co-opted Governor

Paul Haines

Clerk to the Governors

Samantha Barnett

COMMITTEES

CHAIRS

as we believe that personal achievement is gained through hard work, taking risks and learning from experience

Curriculum

Anne Chapman

Student and Personnel Welfare

Sara Cleaver

Site, Buildings and Finance

Sue Bishop

Littleview Nursery

Sara Cleaver

discover and develop their talents as we believe every child has talent

grow their intelligence and transform their future opportunities

have confidence in themselves as individuals, ambitious for their future as we believe every child can make a difference to their world

respect the differences and support the needs of others as we believe, in a global community, we all depend on each other

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the curriculum THE LOWER SCHOOL CURRICULUM YEARS 7 AND 8 In the Lower School we provide all students with a broad education through a wide range of subjects. As well as a programme in Personal and Spiritual Development Learning (PSD), students study the following subjects: Art, Computing, Dance, Drama, English, French, Geography, History, Mathematics, Music, Physical Education, Religious Education, Science, Spanish and Technology. In all years they receive information and advice on which to base their choice of courses for the future.

A small number of identified students follow an alternative ‘Sapphire curriculum’ to aid the transition from the primary environment and boost their basic skills. This curriculum integrates foundation subjects, offers significantly reduced class size and focuses on literacy and numeracy objectives. It spans Year 7 and Year 8 and it is warmly received by parents.

In all subjects, students’ progress is monitored by teacher assessment and formally reported to parents 3 times a year. Students commence some GCSEs or other Level 1 or 2 courses in Year 9.

THE UPPER SCHOOL CURRICULUM YEARS 9, 10 AND 11 All students in the Upper School follow a core curriculum in English, Mathematics and Science where the different courses on offer allow students to progress at a pace suitable to their current progress. English offers English Language and English Literature (2 GCSEs). Some selected students follow the Certificate in English.

The Mathematics department offers a course in Mathematics and some students can elect to study the Further Mathematics GCSE in Year 11.

The Science department offers GCSE Core Science and Additional Science, with the highest attaining students in Science studying for the Further Additional Science award. Some selected students

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follow a GCSE course in Environmental Land Based Science. The core curriculum is completed by study in Computing, Personal and Spiritual Development (PSD) and Physical Education.

Students then choose optional subjects from a wide range of GCSEs, BTEC courses and other Entry Level or Level 1 courses.

They are advised to include a modern foreign language, humanities subject and a technological or a creative subject. This gives balance to the curriculum whilst allowing the opportunity for students to develop individual aptitudes and interests.

The following GCSE/BTEC/Entry Level (EL) subjects are currently being taught: Ancient History, Art, Business Studies, BTEC Business Studies, Childhood Studies, Dance, Drama, Core Science Level 2, Additional Science, Science, Environmental Land Based Science, Certificate in English, English Language, English Literature, Food Technology, French, Geography, Graphics, BTEC Health and Social Care, History, Leisure and Tourism, Mathematics, Further Mathematics, Media Studies, Music, Music Technology Level 2, BTEC Performing Arts, Physical Education, Religious Studies, Spanish and Textile Design. For identified students there is provision for off-site work-related courses. The timetable is adapted for these students to allow them to access this provision.

SIXTH FORM The Sixth Form offers a full range of courses to cater for all interests, abilities and ambitions. These include: over 30 AS/A Level courses, including Applied courses; BTEC Awards; OCR Nationals; and a Diploma In Childhood Studies. All students take part in work experience and large numbers take part in community work. As part of our enrichment programme, all students can also elect to follow a course in General Studies or complete the Extended Project, as well as having opportunities such as taking part in the Duke of Edinburgh Award scheme, the Comenius programme, completing the Arts Award, a LAMDA course and other enrichment options.

Hillview collaborates with other local institutions at Post-16, offering students greater flexibility and breadth of choice.

The partially mixed environment is a valuable stepping stone for students when progressing to life at university or starting a career.

Detailed descriptions of all courses offered for Sixth Form students are contained in the Sixth Form Prospectus, which is available on request or on our website.

SEX AND RELATIONSHIPS EDUCATION Hillview School considers that appropriate and responsible sex and relationship education must be an important element of the curriculum of the school in preparing students for adult life.

The school recognises that parents are key figures in helping their children to cope with the emotional and physical aspects of growing up and in preparing them for the challenges and responsibilities which sexual maturity brings. Sex and relationship education at Hillview aims to be complementary to, and supportive of, the role of parents but the school also recognises that some students will receive little or no sex education within the home. The school is sensitive and responsive to this.

Sex and relationships education at Hillview meets the requirements of Section 1 of the Education Reform Act 1988, which states that the curriculum should be one which ‘promotes the spiritual, moral, cultural, academic and physical development of students at the school’ and ‘prepares such students for the opportunities, responsibilities and experiences of adult life’.

the curriculum: continued The school also sets out to meet the requirement of Section 403 of the Education Act 1996, which states that any sex education must be provided in such a manner as to encourage young people to have regard to moral considerations and the value of family life. When sex and relationships education is taught as part of the National Curriculum Science course, it is treated in a factual way and deals only with the biological details of the reproductive system. In PSHE education, however, sex and relationships education is set in a moral framework and takes into consideration the emotional and psychological needs of students and stresses the importance of behaving in a socially responsible way.

CAREERS EDUCATION AND GUIDANCE Our full-time Employability and Careers Adviser is qualified to MA level and offers impartial advice and guidance to any students who ask for help. We also have the support of a qualified careers adviser from an outside careers company, who sees most Year 11 students, and others, who request an interview with an external adviser. Students are helped to identify their individual strengths and encouraged to consider all options available at key points of transition to ensure they choose subjects at every decision point, which lead to a preferred career to keep options open.

Careers Educations forms part of the Personal Learning and Development programme from Year 7 onwards.Year 8 and 9 students receive focused support when choosing GCSE or applied learning courses. In Year 10 and 11 further intensive careers work takes place in groups and individually to ensure students are well prepared for transitions to the Sixth Form, other learning providers or apprenticeships. All students have access to the careers library where the librarian ensures suitable resources are always available.

Employability skills start to be explicitly developed with student reception training in Year 7 and all students are encouraged to find volunteer work or work experience in their own time.Year 13 have a dedicated work experience week in school time to prepare for job and university applications.

Sixth Form students can call in to see the Employability and

Careers Adviser at any time or make an appointment. They also receive extensive support and advice from university and apprenticeship “ambassadors” or from other employers.

opportunity to further their understanding of the philosophy of religion and ethics in relation to the real-world issues. The A Level syllabus follows a broadly philosophical and ethical content.

Hillview School for Girls had the full investors in Careers Award renewed recently. This is a nationally recognised standard for high quality careers education.

Assemblies at Hillview set the aims of the school in a broadly moral framework and link these aims with events and values drawn from personal, community, national and international experience.

Community assemblies are delivered by Leaders of Community, other staff and/or students in their mentor groups. . Assemblies are also enhanced by the contribution of outside speakers. Parents are reminded they can withdraw their children from Religious Education and Collective Worship, either in whole or in part, in which case individual arrangements will be made.

Students are entitled to a careers programme which gives: • clear impartial advice and information about all the options available, so that you understand what they involve • support and guidance to help you make choices and complete a career plan for the future • regular personal support and information on how well you are doing • help to decide what to do when you leave your course, including further learning, training or employment • a programme of careers education helping you develop skills and knowledge to make choices and the transition to work and learning • the opportunity to be involved in making decisions about things that affect your learning • an opportunity to set out an individual learning plan • an opportunity to learn about the world of work • help at the appropriate time.

RELIGIOUS EDUCATION, ASSEMBLIES AND COLLECTIVE WORSHIP Religious Education aims to promote an enquiring and sympathetic approach to the study of religion by introducing students to the challenging and varied nature of religion and of religious experience, belief and practice. Students are encouraged to identify and explore questions about the meaning of life, to reflect on religious responses to moral issues and to recognise and appreciate the contribution of religion to the formation of patterns of belief and behaviour. Consequently, in line with The Kent Agreed Syllabus, the content is drawn mainly from Christianity but includes reference to the major world faiths and non-religious viewpoints at Key Stage 3. The GCSE course option offers the students the

SPECIAL EDUCATIONAL NEEDS OR DISABILITIES (SEND) We are great believers that all students with special educational needs or disabilities are fully included within our whole school community as recommended in the Special Educational Needs and Disability Code of Practice (2014). The school’s policy is to deliver an integrated, whole school approach to individual learning requirements and provide further specific intervention where students are unable to make their expected progress Our policy framework is revised annualy and fully incorporates all the statutory requirements.

SPORT Sport plays a significant part in the life of the school and all students are encouraged to become involved. The Physical Education department, with assistance from other members of staff, runs a wide range of sporting activities and school teams. There are good opportunities for talented students to gain representative honours at school, district, county and even national level. At the same time those equally enthusiastic, but perhaps not as talented, students have opportunities to take part in many sporting activities.

During the year, at lunch times, before and after school, there are clubs and activities in a range of sports, as well as practices and training sessions for school teams.

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the curriculum: continued

care and well-being of students

We aim to field school teams or provide opportunities in the following sports during the year:

BEHAVIOUR

Athletics

Football

Rugby

Badminton

Gymnastics

Swimming

Cricket

Netball

Tennis

Cheer Leading

Rounders

Trampolining

There are regular inter-Community tournaments in the seasonal sports and athletics competitions, culminating in Sports Day in the Summer Term. Visits are organised to watch national and international sporting events.

SPORTING AIMS • To develop social, moral, spiritual and cultural values through competitive sport and physical education.

• To develop skills and techniques in a range of physical activities.

• To develop and promote the links between school Sport and the wider community to enable lifelong involvement in physical activity.

• To offer all students access to a healthy and active lifestyle.

• To build self-esteem and confidence through participation and success.

• To foster healthy competition and self-challenge.

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We believe that teaching our students the skills of self-discipline, co-operation, respect for others and tolerance are an important part of the curriculum. Without these skills our academic objectives cannot be achieved nor students’ life chances increased. Furthermore, we believe that these are skills which can be learned, particularly if we work together with parents to achieve our goals.

We believe that everyone in school has the right to be treated as an individual and with respect. Good relationships are vital to the successful working of a school.

We value achievements of every kind – academic and non-academic – and we believe that everyone should have the opportunity to discover their talents. We also believe that young people respond well to high expectations. In our school we expect everyone to work hard and give of their best.

We believe that positive discipline is fundamental to the school’s ethos, allowing for effective learning in a safe, enjoyable and interesting environment. In this school we recognise that problems are normal where young people are learning and testing the boundaries of acceptable behaviour. Our success as a school is judged not by the absence of problems but by the way we deal with them.

We expect all students to make the right choice in respecting themselves, others and the school environment. At Hillview School for Girls our approach to behaviour management is based on our school values: (i) we are a learning community where everyone has a valuable and unique contribution to make; (ii) we work with students, parents/carers and governors to provide a safe and disciplined environment in which to work; (iii) we respect ourselves, one another and our environment; (iv) we work together to achieve the best we can for our students and our community; (v) we recognise and celebrate all forms of achievement both in and outside of school.

“STUDENTS ARE VERY CONFIDENT THAT ANY INSTANCES OF BULLYING OR HARASSMENT WILL BE DEALT WITH QUICKLY AND EFFECTIVELY.” OFSTED DECEMBER 2013

We expect all students to uphold our values and ethos by supporting the school in applying the Hillview School for Girls Code of Conduct.

Code of Conduct – the 5Hs: (i) (ii) (iii) (iv)

Have respect – for yourself, others and the environment.

Help each other – be caring and kind.

Have high expectations – believe in yourself.

Help the community – get involved and be proud to be a part of Hillview. (v) Have courage – do the right thing and say no to anti-social behaviour.

We expect parents/carers to uphold our values and ethos by supporting the school in implementing and applying the Code of Conduct.

REWARDS The main thrust of Hillview’s behaviour policy is positive, supportive, encouraging and caring. Accordingly, a delicate balance between rewards and sanctions is maintained in order to secure high standards.

We believe that students achieve more and are better motivated when teachers commend and reward success and emphasise potential rather than focusing on failure and shortcomings. It is important that all students feel their efforts and contributions are valued. Rewards are used to promote positive behaviour and develop a learning environment where a strong work ethic and attaining goals,

academic or otherwise, are both beneficial and desirable. We aim to be consistent and positive in our approach to rewards in all aspects of school life.

‘Reward Stars’ are given to students for any of the following categories: “PEACE” (i) Positive attitude and behaviour (ii) Effort (iii) Academic achievement (iv) Commitment and contribution (v) Engagement (where a student performs over and above expectation).

“THE CURRICULUM IS BROAD, BALANCED AND ENTIRELY SUITED TO THE ABILITIES AND ASPIRATIONS OF THE STUDENTS IN THE SCHOOL. THE SIXTH FORM CURRICULUM PROVIDES A GOOD BALANCE OF ACADEMIC AND VOCATIONAL COURSES WITH AN APPROPRIATE MATCH OF STUDENTS TO COURSES.” OFSTED DECEMBER 2013

PRAISE 1. Students are always thanked or praised for helpful behaviour, being courteous or completing a task without being asked.

2. Praise is given to students by mentors for being continually smart, being punctual, bringing in letters on time, for good attendance and so on.

3. Good work and effort in lessons are noted in the first instance by a positive verbal comment and then a star stamp in the student planner. Praise and encouragement in lessons are used as much as possible to create a positive learning environment.

If a student produces a particularly good piece of work or works beyond their usual level, they may receive a departmental postcard.These are recorded on a student’s file and result in Community Stars.

4. Students can be sent to the Curriculum Leader, Leader of Community or Student Support Manager to be praised for an extended piece of work or exceptional achievement, or to any member of senior staff. Particularly successful pieces of work can be given a special Subject Certificate or an SLT Certificate.

These awards contribute towards the student’s total number of Community Stars and are given out in our termly ‘Celebration of Success’ assemblies.

5. Mentors collate Reward Stars regularly. These are then recognised through 250, 500 and 750 Star Certificates in the ‘Celebration of Success’ assemblies. Anyone achieving a certificate is able to claim a prize to reward their success.

6. An annual Rewards trip is given to highest earners of stars.

7. Parents’ Evenings are used to recognise the students’ strengths.

Barriers to learning and areas for improvement are discussed in a positive manner to enable targets to be reviewed and further progress made.

8. Public recognition of the students’ strengths takes place at Prize-Giving with Bronze, Silver or Gold Awards for all students, as well as subject, mentor, Community, sporting and other special prizes.

“THE DEVELOPMENT OF STUDENTS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL AWARENESS IS A REAL STRENGTH AS A RESULT OF REGULAR ‘PERSONAL DEVELOPMENT LEARNING’ LESSONS AND SUPPORT FROM A RANGE OF ENRICHMENT ACTIVITES.” OFSTED DECEMBER 2013

SANCTIONS We believe that students feel more secure if they understand where the boundaries of acceptable behaviour lie and appreciate what the consequences are of behaving in an anti-social manner.

Sanctions will be applied in a way that maintains the self-respect and dignity of those involved. The consequences for anti-social behaviour are displayed in all classrooms, alongside the Code of Conduct and rewards.

Sanctions range from a simple verbal warning to an after-school detention. Parent/carer support is expected regarding after-school detentions as one of the consequences used by the school. It is important that parents/carers realise that the school has the statutory power under the Education and Inspections Act 2006 to detain students without parental permission. The school will always aim to give parents/carers 24 hours’ notice but the law again reserves the school the right not to do so where appropriate.

Hillview School will isolate students if their behaviour is having a negative impact upon the learning of others or if their antisocial behaviour is very serious. Isolation is part of a restorative process, providing an opportunity for the student to reflect upon their behaviour.

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home – school links HOME – SCHOOL AGREEMENT All parents and students are asked to sign our Home – School Agreement. This is a statutory document, which sets out the school’s expectations of students and parents and what they in turn can expect of the school.

GENERAL INFORMATION We endeavour to keep parents well informed about events and the life of the school.

Our school magazine, ‘In View’, is produced twice a year and outlines major events and developments in the life of the school, with contributions from staff and students.

Our termly newsletter keeps parents informed of important events and dates. Both of these documents and other school communication is available to view or download from ‘Frog’, the Hillview VLE (Virtual Learning Environment), which is updated regularly with school information.

Letters of general information are sent to parents electronically via ‘In Touch’. Hard copies via students are available if requested at the start of the year.

The Frog VLE is a secure website which enables us to further improve our communication with home. This site complements the school’s existing website and enables students and parents to log in and access a wide range of information, tailored to individual requirements. Students are able to access learning resources which are specific to their curriculum and parents are able to see not only whole school information but also details which relate to their daughter’s attendance and academic progress.

REPORTING PROGRESS Our aim is to work with parents to ensure all students make at least the expected progress. Parents receive three progress reports each academic year. One of these will include a comment on progress being made in each subject; the other two will show grades. If the school has concerns about progress, contact will be made with parents and they may be invited to come into school to discuss the problem. We hope to be in a position to make this process fully electronic with students having hard copy so they can regularly refer to working at grades and targets.

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Parents’ Evenings are held at least once a year and each year group has a bespoke arrangement to meet their needs. This provides parents with the opportunity to discuss their daughter’s progress with her teachers. Parents will be able to choose which staff to see.

Appointments are set at ten-minute intervals and there should be the opportunity to see up to eight members of staff, including her mentor. There will also be additional evenings to provide information about courses and learning opportunities.Years 8, 9, 10 and 11 have dedicated Options Evenings in preparation for making their choices before moving to the next point in their academic career.

Attainment grades are drawn from the following sources: internal examinations; independent studies; homework/class work marking; verbal discussions with the student; on-line portfolios; and controlled assessment portfolios. A grade is also awarded for work ethic, which is carefully defined within the report.

Target grades are set yearly for each student in most subjects.

These are referred to as school targets. They are based upon work ethic and prior attainment (for example, national test results at the end of primary school) and are informed by the expected progress defined by the Department of Education. Specific guidance for improvement is set within each subject.

Parents may be contacted by subject leaders, teachers, Leaders of Community, the Leadership Team and/or Student Support Managers should there be any concerns that might affect a student’s progress. We ask also that parents inform the school of any external circumstances that could impact on their daughter’s school work. With this vital information we will be able work together to help her overcome the difficulties.

INDIVIDUAL COMMUNICATION AND CONSULTATION CONTACT DETAILS The school requests contact details and medical information from parents annually. It is essential that the school has up-to-date information should we need to contact you in an emergency or deal with a medical issue your child may have. It is your responsibility as a parent/carer to inform the school of any changes to this information throughout the year. The school cannot be held

responsible in the event of an accident or emergency if you have not informed us of a change in this information. Information is held electronically, in accordance with data protection legislation.

MEETING WITH STAFF The Headteacher and senior staff are available in school most afternoons until approximately 5.30pm. Any meeting must be by appointment and all visitors must report to Reception. Student Support Managers are available from 8.30am until 4.30pm.

We regret that parents/carers cannot be seen by staff without a prior appointment being made. All visitors to the school must report to Reception to sign in.

STUDENT PLANNERS Every student is issued with a planner at the start of each academic year.These contain a lot of useful information and are used by students to record their timetable, homework and key dates.The planner can also be a valuable means of communication between parents and mentors or subject teachers. Simply write a note in the planner and ask your daughter to draw it to the attention of the appropriate member of staff. Both parents and mentors are required to check and sign the planner each week to ensure that homework is being completed and to highlight any issues and achievements to the mentor.

SCHOOL FUND Parents are asked to make an annual contribution payable on the first day of Term 1. These donations considerably enhance the quality of education we are able to provide. The income is used for the benefit of all students and covers items not normally provided by the school’s delegated budget, such as equipment to support clubs and extra-curricular activities.

THE FRIENDS OF HILLVIEW PTA We are fortunate to have a thriving PTA, which meets generally every month in term times to arrange and support events to raise money for the school and at the same time to bring parents together to socialise and to have fun. Contact details and information about events can be found on the school website as well as through regular newsletters and by email at PTA@hillview. kent. sch. uk

additional information STRUCTURE OF THE SCHOOL DAY MONDAY – THURSDAY

CATERING ARRANGEMENTS An extensive range of healthy and attractive meal options is provided for students and staff. All the food is prepared and cooked in the school kitchen. As an alternative, students may bring sandwiches to eat in the dining room. Students may not leave the premises at lunchtime.

8.35

Bell rings for start of school

8.40 – 9.00

Mentor Time

9.05 – 10.05

Lesson 1

10.10 – 11.10

Lesson 2

11.10 – 11.30

Break Time

11.30 – 12.30

Lesson 3

12.35 – 13.35

Lesson 4

Free school meals are available for eligible families. If you are in receipt of a benefit, you may be eligible for a free school meal.

For further details please contact the Area Education Office. All applications are treated confidentially. As the system operated is cashless and card-less, there can be no stigma or embarrassment attached to a child’s eligibility for a free school meal.

13.35 – 14.15 14.15 – 15.15

Lunch Lesson 5

COPIES OF SCHOOL DOCUMENTS

FRIDAY

8.35

Bell rings for start of school

8.40 – 8.55

Mentor Time

9.00 – 10.00

Lesson 1

10.05 – 11.05

Lesson 2

11.05 – 11.25

Break Time

11.25 – 12.25

Lesson 3

12.30 – 13.30

Lesson 4

13.30 – 13.55 13.55 – 14.00

Lunchtime Registration

The school uses a cashless catering system. All monies should be sent in by cheque to the school office or using our electronic payment system called Parent Pay.

Copies of any of the following documents can be obtained from the school: Statutory Instruments, National Curriculum documents; any published OFSTED reports referring to the school, the most recent being December 2013; school policies; any schemes of work currently used in the school; and any syllabuses followed by students at the school. If anything you are looking for is not available via the school website, please contact the school.

COMPLAINTS If parents are concerned about any aspect of the curriculum or any other matter, they should contact the Headteacher to discuss the area of concern. In the unlikely event that this fails to resolve the issue, the following procedure (section 23 of the Education Reform Act, 1988) comes into operation:

1. The parent (complainant) must write to the Headteacher outlining his/her grievance or cause for dissatisfaction.

2. Efforts should be made by the Headteacher to resolve the complaint(s) informally in the first instance.

3. If the complainant is still dissatisfied, the Headteacher must refer the matter to the Governing Body.

4. Ultimately, parents may complain to the Secretary of State under section 409 of the Education Act 1996 if they consider the Governing Body is acting or is proposing to act unreasonably.

“STUDENTS MAKE GOOD PROGRESS IN KEY STAGE 3 AS A RESULT OF THE SCHOOL’S CAREFUL TRACKING AND ADDITIONAL SUPPORT. PROGRESS IN KEY STAGE 4 IS AT LEAST GOOD, AND IN ENGLISH AND THE SPECIALIST SUBJECT AREAS IT IS PARTICULARLY STRONG.” OFSTED DECEMBER 2013

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additional information: continued CHARGES FOR SCHOOL ACTIVITIES

TRANSPORT

The Education Act 1996 introduced some new regulations concerning charges for school activities.

Travelling allowances are granted by Kent County Council in respect of students who attend the nearest appropriate school and whose home to school journey exceeds the statutory walking distance of three miles. Hams Travel operates bus services from Rusthall and Pembury through Tunbridge Wells, High Brooms and Southborough to the school. Hillview School cannot accept any responsibility for these services. However, we do take an active part in the monitoring of discipline on these services and work in partnership with Hams in ensuring that our students maintain their high standards of behaviour.

The policy of the Governors is to adhere to the requirements of the 1996 Act. Further details can be obtained from the school website but the main aspects are outlined below.

(I) EDUCATIONAL VISITS When a visit is planned a letter and a form will be sent home explaining the details and purpose of the visit and advising of the cost. You will be asked if you wish your child to take part in the visit and be invited to make a financial contribution. There will be no obligation to contribute and students will not be treated differently according to whether or not parents have contributed.

Unfortunately, visits cannot be funded without voluntary financial contributions from parents and if these are insufficient then visits will not go ahead.

(II) CHARGES FOR ITEMS MADE AT SCHOOL AND BROUGHT HOME The school may charge for an item made at school if the finished item is to be taken home.

(III) OPTIONAL EXTRAS (ACTIVITIES OUTSIDE THE NORMAL SCHOOL DAY) Participation in any optional extra activity will be on the basis of parental choice and a willingness to meet such charges as are made. The agreement of parents is therefore a necessary prerequisite for the provision of an optional extra for which charges are to be made. Parents will be notified of any activity which will require their consent and for which a charge might be made.

(IV) BREAKAGES The school may ask parents to pay the cost of, for example, replacing a broken window or a damaged or lost text book, where this is the result of a student’s behaviour.

VEHICLES ON SITE All parents are requested not to drop off or pick up students inside the school gates, for reasons of safety. Moreover, due to the narrow roads and in consideration for our neighbours, we would ask you also not to pick up or drop off students in Royal Rise or Brionne Gardens. Your understanding and support would be greatly appreciated.

Discover how Hillview School could meet the individual needs of your daughter by attending an Open Evening or Morning.

See work in progress. Meet the Headteacher, speak to both staff and students and tour the school.

OPEN EVENING FOR ENTRY SEPTEMBER 2015 Thursday 2 October 2014, 5.30pm – 8.30pm Headteacher talks: 6.00pm, 6.45pm and 7.30pm OPEN MORNINGS FOR ENTRY SEPTEMBER 2015 Saturday 4 October 2014, 10.00am – 12.00 pm Headteacher talk at 10.15am and 11.00am Tuesday 7 October & Wednesday 8 October 2014, 9.00am – 10.30am Question and answer sessions with the Headteacher from 10.45am on mid-week Open Mornings.

Additional visits to the school can be made by appointment.

Please contact the school to arrange.

ATTENDANCE INFORMATION 2013 – 2014 *Students engaging in unauthorised absence: 4% Incidence of authorised absence: 0.9% We have high expectations of student attendance.

If attendance slips below 95% we will contact parents and continue to monitor the situation until it improves. The school employs SEAAS (South Eastern Attendance Action Service) to do this on our behalf. We require letters for all absences. No holiday taken during term time will ordinarily be authorised by the school. This will be recorded as an unauthorised absence and we may request that the local authority issue a penalty notice.

(Currently £60 per parent per student). Each individual case will be considered separately. We strictly adhere to the DfE School Attendance Regulations. We are not prepared to authorise such absence unless there are exceptional circumstances. * PLEASE NOTE THAT THE MAJORITY OF UNAUTHORISED ABSENCE RELATES TO HOLIDAYS TAKEN IN TERM TIMES. THESE ARE NOTED ON STUDENTS’ RECORDS

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ARRANGEMENTS FOR PROSPECTIVE PARENTS TO VISIT

“COMMITMENT, DETERMINATION AND HIGH EXPECTATIONS ARE FULLY EMBEDDED IN THE ETHOS OF THE SCHOOL. SENIOR STAFF AND THE GOVERNING BODY HAVE A CLEAR VIEW OF ITS PERFORMANCE AGAINST NATIONAL BENCHMARKS.” OFSTED DECEMBER 2013

school uniform UNIFORM FOR YEARS 7 – 11 • • • • • • •

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*Hillview skirt or trousers *Hillview jumper/cardigan * Hillview summer shirt dress. This can be worn in Terms 1, 2 and 6 Fitted white, open-neck, short-sleeved blouse Navy-blue or white ankle socks, flesh-coloured, black or navy tights Black flat-heeled, rubber-soled shoes, not open-toed or sling back Plain dark overcoat for outdoor wear, navy-blue or black (no logos). Denim, fur or leather jackets are not acceptable.

Hoodies are not acceptable as a coat School scarf (optional). Plain scarves in school colours may be worn, i.e. red, navy-blue, white or black

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For Dance all students will require a black sleeveless dance leotard and black tights

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For Drama all students will require a black long-sleeved T-shirt and black loose trousers

academic year PE KIT

2015–2016

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*Hillview white polo shirt with collar and school logo

TERM 2

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*Hillview plain navy, hooded sweatshirt with school logo

•

Plain navy blue jogging bottoms and/or plain navy blue shorts (no stripes or ‘shell’ material)

Start: Finish:

•

Plain sports socks or red football socks

•

Sports trainers (no fashion trainers or canvas plimsolls, including Vans, Converse etc.)

•

Occasionally we will be teaching football during the winter so football boots and shin pads would be an advantage.

Thursday 3 September 2015 Friday 23 October 2015

TERM 3 Start: Finish:

Monday 2 November 2015 Friday 18 December 2015

TERM 4 Start: Finish:

Monday 4 January 2016 Friday 12 February 2016

TERM 5 Start: Finish:

INSET Days – 5 staff training days will be identified closer to the time.

Monday 22 February 2016 Thursday 24 March 2016

TERM 6 Start: Finish:

Monday 11 April 2016 Friday 27 May 2016

TERM 1 Start: Finish:

Monday 6 June 2016 Friday 22 July 2016

ALL ITEMS OF CLOTHING MUST BE MARKED CLEARLY WITH THE OWNER’S NAME. *HILLVIEW ITEMS ARE ONLY AVAILABLE AT SIMMONDS. ALL OTHER ITEMS ARE STOCKED BY SIMMONDS BUT CAN BE PURCHASED ELSEWHERE.

“IN 2013 THE PROPORTION STUDENTS GAINING FIVE OR MORE GCSE A*-C GRADES, INCLUDING ENGLISH AND MATHEMATICS, WAS SIGNIFICANTLY ABOVE THE NATIONAL AVERAGE. THIS REFLECTS GOOD PROGRESS FROM STUDENTS’ STARTING POINTS” OFSTED DECEMBER 2013

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examination results 2014

admissions policy and procedures ACADEMIC YEAR 2015/16

OVERSUBSCRIPTION

EXAMINATION RESULTS – A LEVEL

For entry to Hillview for September 2015 the closing date for applications is Friday 31 October 2014. The planned number of admissions (PAN) for the year beginning September 2015 is 208.

For 90% of places, where applications for admission exceed the number of places available, the following criteria will be applied, in the order set out below, to decide which children to admit:

2014

2013

AVERAGE POINTS PER STUDENT

832.6

807.5

AVERAGE POINTS PER ENTRY

227.9

238.2

EXAMINATION RESULTS – GCSE 2014

2013

5A*-C INCLUDING ENGLISH AND MATHS

74%

69%

ENGLISH BACCALAUREATE

28%

13%

MAKING EXPECTED PROGRESS IN ENGLISH

94%

87%

MAKING EXPECTED PROGRESS IN MATHS

78%

81%

For current performance tables please see the Government website at http://www.education.gov.uk/cgi-bin/schools/performance/school. pl?urn=137104

All applications must be made via Kent County Council (KCC).

Parents return their completed Secondary Common Application Form to their child’s primary school.

On Monday 2 March 2015, KCC will send allocation decision letters to all parents. Parents will be asked to confirm acceptance of the offer by Friday 20 March 2015.

90% of places will be offered without reference to aptitude or ability.

Hillview is a specialist school for the Performing Arts and 10% of places (20) will be allocated on the basis of aptitude in the Performing Arts. This will be assessed through tests carried out at the school, overseen by an independent assessor.

Application for these places must be made on an Application Form for Performing Arts Place which is available from the Admissions Secretary at the school. In addition to Hillview School being one of the named preferences on the Secondary Common Application Form. These places are not subject to the restrictions of the general oversubscription criteria listed below, except in the case of children in local authority care (No 1 below).

Before applying the oversubscription criteria, children with a statement of special educational need which names the school will be admitted. As a result of this the published admissions number will be reduced accordingly.

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1. where the child is in local authority care; (i) a child under the age of 18 years for whom the Local Authority provides accommodation by agreement with their parents/carers (Section 22 of the Children Act 1989) or who is subject of a care order under Part IV of the Act. (ii) a child who immediately after being looked after by the Local Authority became subject to an adoption, residence of special guardianship order. (As defined by Section 46 of the Adoption and Children Act 2002 or Section 8 or 14A of the Children Act 1989 (iii) a child adopted under the 1976 Act.) 2. where the child has a sibling attending the school at the time of entry; A brother or sister attending the school when the child starts.

In this context brother or sister means children who live as brother or sister in the same house, including natural brothers and sisters, adopted siblings, stepbrothers or sisters and foster brothers and sisters.

3. where the child is the daughter/son of a member of staff; The member of staff must have been employed at the school for two or more years at the time at which the application for admission to the school is made, and/or the member of staff is recruited to fill a vacant post for which there is a demonstrable skill shortage.

4. where there are health reasons for admitting the child; Medical, Health and Special Access Reasons will be applied in accordance with the school’s legal obligations, in particular those under the Equality Act 2010. Priority will be given to those children whose mental or physical impairment means they have a demonstrable and significant need to attend the school. Equally this priority will apply to children whose parents’/guardians’ physical or mental health or social needs means that they have

admissions policy and procedures a demonstrable and significant need to attend the school. Such claims must be supported with written evidence from a suitably qualified medical or other practitioner who can demonstrate a special connection between those needs and the school.

5. proximity of the child’s home to the school, with those living nearer (measured in a straight line) being accorded the higher priority.

For definition of the child’s home address, please refer to the Local Authority’s Admissions booklet. The school will rely on the Local Authority information provided in the booklet.

The school uses measurements provided by the Local Authority and further information on how distances are calculated is available in the LA’s Admissions booklet. A map showing where places have been offered in the past and a commentary can be viewed on the school website.

If the school’s PAN is reached following admittance of one child of a multiple birth, the other child/children will be admitted over the PAN. For the remaining 10% of places the following criteria will apply: • aptitude for the Performing Arts as determined by the school’s assessment procedure.

ADMISSIONS OTHER THAN FOR YEAR 7 Students are able to join the school in Year 12 for Sixth Form studies. The specific academic entry requirements are set down in the Sixth Form Prospectus. Students in Year 11 at Hillview School for Girls have priority over those seeking to join the Sixth Form from other schools. The Sixth Form capacity is 208 in Year 12. The Published Admission Number for new entrants to the school is 50. In the event of over-subscription the criteria to be applied for admission will be those listed above for admission in Year 7.

Admissions and enrolment procedures, including those for students with SEN and students who are not eligible for funding by the Education Funding Agency, are outlined in the Sixth Form Admission and Enrolment Procedures and cross-referenced in the SEN policy (for procedures relating to students with SEN).

For other applications for admission to the school such as: a) applications for admission to years other than Years 7 and 12 b) application for admission to any year after the beginning of the school year

WARNING: WITHDRAWAL OF PLACES

places will be offered, if they are available, to applicants according to the over-subscription criteria specified above.

After a place has been offered the school reserves the right to withdraw the place in the following circumstances:

WAITING LISTS

1. when a parent has failed to respond to an offer within 14 days without good reason; or 2. when a parent has failed to notify the school of important changes to the application information they provided in the original application; or 3. the school subsequently discover that it had offered the place on the basis of information provided in the application which was incorrect, inaccurate, false or intentionally misleading.

“GOVERNANCE IS STRONG AND WELL-INFORMED. GOVERNORS HAVE A SECURE KNOWLEDGE OF THE SCHOOL’S STRENGTHS AND WEAKNESSES SUPPORTED THROUGH REGULAR UPDATES, ON-SITE VISITS AND REGULAR FEEDBACK. ” OFSTED DECEMBER 2013

Waiting lists are maintained in all year groups and are constructed according to the over-subscription criteria specified above. These waiting lists are carried forward into subsequent year groups for as long as parents wish.

LATE APPLICATIONS Late applications will be accepted and processed in accordance with Kent County Council’s Co-ordinated Admissions Scheme.

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Brionne Gardens, Tonbridge, Kent TN9 2HE Tel: 01732 352793 Fax: 01732 368718 Email: admin@hillview.kent.sch.uk www. hillview.kent.sch.uk

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